In each book pages, writing prompt • Assessment rubric ...

Available for

Grades 1?6+

SAMPLER

SAMPLER

Correlated

to State Standards

? 125 trait-based lessons in each book

? Weekly lessons include: teacher lesson plan, 4 reproducible student pages, writing prompt

? Assessment rubric

? Supports any writing program

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How to Use This Book

Daily 6-Trait Writing contains 25 weeks of mini-lessons divided into five units. Each unit provides five weeks of scaffolded instruction focused on one of the following traits: Ideas, Organization, Word Choice, Sentence Fluency, and Voice. (See pages 6?9 for more information about each of these, as well as the sixth trait, Conventions.) You may wish to teach each entire unit in consecutive order, or pick and choose the lessons within the unit.

Each week of Daily 6-Trait Writing focuses on a specific skill within the primary trait, as well as one Convention skill. The weeks follow a consistent five-day format, making Daily 6-Trait Writing easy to use.

Teacher Overview Pages

Trait Skill

A specific writing skill for each trait is targeted.

Reduced Pages

Reduced student pages provide sample answers.

Convention Skill

WEEK

1

IDEAS

Choose a Topic

Refer to pages 6 and 7 to introduce or review the writing trait.

DAY 1

Read the rule aloud to introduce students to the concept of topic. Then guide students through the activities. For example:

? Activity A: Write the word topic on the board. Say the word aloud and have students repeat after you. Then have students trace the word.

? Activity B: Read the sentences aloud. Then ask: Did the sentences tell about the beach or about a house? (the beach) The beach is the topic. Circle the word beach. Then read the question below the sentences. Return to each sentence and reread it, asking: Is this sentence about the beach? (yes) Say: All the sentences are about the same topic.

? Activity C: Repeat the process described for Activity B.

Name:

Week 1 ? Day 1

Ideas A topic is what something is about.

A. Trace the word.

topic

B. Read the sentences. Circle the topic.

The beach is fun. We swim in the water. We play in the sand. We love the beach.

beach

Are all the sentences about the same topic? !&

C. Read the sentences. Circle the topic.

Paws is a cat.

Paws eats cat food.

She sleeps with me.

She is very soft.

me

Are all the sentences about the same topic?

!&

house Paws

DAY 2

Read the rule aloud to remind students what a topic is. Then guide students through the activities. For example:

? Read the sentences aloud. Then ask: What are all the sentences about? (pizza) Pizza is the topic.

? Direct students' attention to the bird. Say: The topic is pizza. The picture shows a bird. Does the picture go with the topic? (no)

? Ask: If you were writing about pizza, what could you draw? (a pizza)

Convention: Read the rule. Then say: I'll read the sentence. Can you find the capital letter at the beginning? Have students point to and circle the capital T.

IDEAS

Name:

Week 1 ? Day 2

Ideas A topic is what something is about.

Read the sentences. Look at the picture. Answer the questions.

!$!(( &(( ((&'%%

What is the topic of the sentences?

pizza

Does the picture go with the topic? !&

Draw a picture that goes with the topic.

Convention

A sentence begins with a capital letter.

Circle the capital letter. The pizza is good.

IDEAS

10 IDEAS

Daily 6-Trait Writing ? EMC 6021 ? ? Evan-Moor Corp.

Convention: Capitalizing sentences

Name:

Week 1 ? Day 3

Ideas Choose a topic before you write.

A. Read the story topics. Choose one to write about. Circle it.

Story Topics

#

&%&!

"&#

B. Write a sentence about the topic. Start the sentence with a capital letter.

Convention A sentence begins with a capital letter.

IDEAS

Trace the sentence. Circle the capital letter.

The robot is nice.

Name: Ideas Choose a topic before you write.

Week 1 ? Day 4

Write and draw three topics.

Draw:

.

Draw:

2.

Draw:

3.

Convention

A sentence begins with a capital letter.

Read the sentence. Fix the missing capital letter.

here is my dad.

IDEAS

DAY 3

Read the rule aloud and explain why it's important to choose a topic before writing. (e.g., Your topic tells you what to write about.) Then guide students through the activities. For example:

? Activity A: Point out the web and say: This is a web. Inside the circle it says "Story Topics." The lines point to the topics we can write about. As a class, choose one to write about.

? Activity B: Say: Let's think of sentences about our topic. What could we say about (the topic)? Have students tell a few ideas. Choose one to write as a complete sentence on the board. Have students copy the sentence onto their own papers.

Convention: Ask: Can you find the capital letter at the beginning of the sentence? Have students point to it before circling it.

DAY 4

Read the rule aloud. Explain that today the class will think of topics to write a sentence about. Then guide students through the activities. For example:

? Model thinking of a topic. (e.g., family) Write the topic on the board for students to copy onto the first line. Have the class generate ideas of what you could draw to show the topic. (e.g., family members, trucks)

? For items 2 and 3, have students brainstorm topics as you write them on the board. As a class, choose one topic for each box.

Convention: Read the rule and sentence aloud. Ask: What letter should be capitalized? (h) Copy the sentence onto the board. Then show how to use proofreading marks to show that a capital letter is needed.

DAY 5 Writing Prompt

? As a class, choose a topic from the list you made yesterday. Then have students give ideas to help develop the topic. Write one or two sentences about the topic on the board. Then have students write their own sentence about the topic.

? Remind students to start each sentence with a capital letter.

? Evan-Moor Corp. ? EMC 6021 ? Daily 6-Trait Writing

IDEAS 11

Lesson Plans

Use the lesson plans to teach the trait and Convention skills and guide students through the activities on Days 1? 4. The plans are structured to enable you to differentiate and tailor lessons for your own class, but still provide the explanation and support you need. You may choose to have students complete the activities as a class, in small groups, or independently.

Day 5 Writing Prompt

Give your students the writing prompt to apply the trait and Convention skills in their own writing. Provide students with paper, or use the page provided for Day 5 in the student practice book. You may also wish to expand the writing prompt into a more fully developed assignment that takes students through the writing process.

4

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Student Activity Pages

Trait and Rule (Skill Summary)

Name:

Week 1 ? Day 1

Ideas A topic is what something is about.

Name:

Week 1 ? Day 2

Ideas A topic is what something is about.

A. Trace the word.

topic

B. Read the sentences. Circle the topic.

The beach is fun. We swim in the water. We play in the sand. We love the beach.

beach

Are all the sentences about the same topic? yes no

C. Read the sentences. Circle the topic.

Paws is a cat.

Paws eats cat food.

She sleeps with me.

She is very soft.

me

Are all the sentences about the same topic? yes no

house Paws

Read the sentences. Look at the picture. Answer the questions.

We like pizza. Friday is Pizza Day. Pizza is yummy!

What is the topic of the sentences?

Does the picture go with the topic?

yes

no

Draw a picture that goes with the topic.

Convention

A sentence begins with a capital letter.

Circle the capital letter. The pizza is good.

Days 1?3 Activities

The activities on Days 1?3 provide models for students to analyze, revise, or add to. These models expose students to the traits in many forms of writing. They also provide opportunities for students to think critically about writing, enhancing students' own proficiency.

12 IDEAS Name:

Daily 6-Trait Writing ? EMC 6021 ? ? Evan-Moor Corp.

Week 1 ? Day 3

? Evan-Moor Corp. ? EMC 6021 ? Daily 6-Trait Writing Name:

IDEAS 13

Week 1 ? Day 4

Ideas Choose a topic before you write.

Ideas Choose a topic before you write.

A. Read the story topics. Choose one to write about. Circle it.

Story Topics

a happy robot

a scary monster

a big fish

Write and draw three topics. 1.

Draw: Draw:

Day 4 Activity

The Day 4 activity provides a prewriting form for the Day 5 writing prompt.

B. Write a sentence about the topic. Start the sentence with a capital letter.

Convention A sentence begins with a capital letter.

14 IDEAS

Trace the sentence. Circle the capital letter.

The robot is nice.

Daily 6-Trait Writing ? EMC 6021 ? ? Evan-Moor Corp.

2. Draw:

3.

Convention

A sentence begins with a capital letter.

Read the sentence. Fix the missing capital letter.

here is my dad.

? Evan-Moor Corp. ? EMC 6021 ? Daily 6-Trait Writing

IDEAS 15

Convention Activities

Scaffolded activities throughout the week allow students to practice the convention before using it in their own writing on Day 5.

Ways to Use There are many ways to integrate Daily 6-Trait Writing into your classroom:

? Teach the lessons trait by trait.

? Use the lessons to enhance writing workshops.

? Target and practice specific skills students need help with.

? Incorporate the lessons into your other writing programs.

? Evan-Moor Corp. ? EMC 6021 ? Daily 6-Trait Writing

5

Introducing the Six Traits

Use these ideas to introduce or review the trait at the beginning of each unit.

Ideas Explain to students that good writing starts with good ideas. Say: A good idea is clear, interesting, and original. It makes the reader say, "Wow!" or "I never would have thought of that!" Without good ideas, your writing would not have much of a point. Your reader would be bored!

Organization Explain to students that good writing is organized in a way that helps the reader understand the information and follow what the writer is saying. Say: The organization of your writing is what holds everything together. It puts your ideas in an order that makes sense, and it gives your writing a strong beginning, middle, and end. When your writing is not organized, your reader can grow confused and lose interest.

Word Choice Explain to students that good writers choose their words carefully in order to get their ideas across. Say: When you write, choose just the right words and use them correctly. Make them fun and interesting so they help your readers "see" what you are talking about. Try not to use the same words over and over again. If you don't choose your words carefully, your reader may not understand what you're trying to say.

Sentence Fluency Explain to students that good writers make their writing flow by using different kinds of sentences. Say: You want your writing to be easy to read and follow. It should flow so smoothly and sound so interesting that people want to read it aloud! When your sentences don't flow, your writing sounds choppy and flat. Your reader would not want to read it aloud.

Voice Explain to students that when they write, their personality, or who they are, should shine through. Say: You want your writing to sound like you, and no one else! When you write, you show who you are through words. No matter what type of writing you do, always make sure it sounds like you. Otherwise, your reader may not care about what you have to say. In fact, your reader may not even know who wrote it!

6

Daily 6-Trait Writing ? EMC 6021 ? ? Evan-Moor Corp.

Conventions Explain to students that good writers follow all the rules, or conventions, of writing, so their readers can easily read and understand the writing.

Say: Using correct grammar, spelling, and punctuation when you write is important. When you don't follow the rules, your reader can become lost or confused. He or she may not know where one idea starts and another begins.

Using the Rubric

Use the rubric on pages 8 and 9 to evaluate and assess your students' skill

acquisition.

? Each week, evaluate students' responses to the Day 5 writing prompt using the criteria that correspond to the skills taught that week.

? For review weeks, use all the trait criteria to assess students' understanding of that trait as a whole.

Use this scoring rubric, based on the six-traits writing model, to assess your students' writing.

Scoring Rubric

Student's Name

Ideas

1

? Has few, if any, original ideas.

? Lacks or has a poorly developed topic; lacks a topic sentence.

? Has few, if any, details. ? Has little or no focus.

2

? Has some original ideas. ? Has a minimally

developed topic; may or may not have a topic sentence. ? Some details are present. ? Focus strays.

3

? Has original ideas. ? Has a fairly well-

developed topic stated in a topic sentence. ? Has some details that support the topic. ? Generally maintains focus.

4

? Has original ideas that tie in with each other.

? Has a fully developed topic and a clear topic sentence that expresses the main idea.

? Has carefully selected, interesting details that support the topic.

? Maintains focus throughout.

Score

Organization

? Has little or no organization; lacks coherence.

? Lacks a beginning, middle, and/or end.

? Is difficult to follow.

? Has no order words or phrases.

? Some organization is present.

? Has a beginning, middle, and end, but may be unclear.

? Is difficult to follow at times.

? Has few or ineffective order words and/or phrases.

? Has logical organization.

? Has a beginning, middle, and end.

? Is fairly easy to follow.

? Has order words and/or phrases.

? Has clear and logical organization.

? Has a complete beginning, middle, and end.

? Is very easy to follow.

? Has appropriate order words and/or phrases.

Word Choice

? Has a limited range of words.

? Words are not appropriate for purpose and audience.

? Words are used incorrectly.

? Word choice shows little thought and precision.

? Uses passive verbs.

? Uses few modifiers.

? Some words may not be appropriate for the audience and purpose.

? A few words are used incorrectly.

? Word choice includes some clich?s and "tired" words.

? Uses some strong verbs.

? Uses some modifiers.

? Words are mostly appropriate for the audience and purpose.

? Words are used correctly but do not enhance the writing.

? Words show thought and precision; clich?s and "tired" words are avoided.

? Has many strong verbs.

? Has many strong modifiers.

? Words are consistently appropriate for audience and purpose.

? Words are used correctly and enhance the writing.

? Word choice is thoughtful and precise and includes some figurative language.

? Use the entire set of criteria to occasionally assess students' writing across the traits.

? In student- and parentteacher conferences, use the rubric to accurately and clearly explain what a student does well in writing, as well as what he or she needs to improve.

Sentence Fluency

Voice

? Does not write complete sentences.

? Has no variation in sentence structures and lengths.

? Has no variation in sentence beginnings.

? Has no cadence or flow in sentences.

? Has some incomplete sentences.

? Has little variation in sentence structures and lengths.

? Has little variation in sentence beginnings.

? Sentences flow somewhat.

? Has 1 or 2 incomplete sentences.

? Has some variation in sentence structures and lengths.

? Has some variation in sentence beginnings.

? Sentences flow fairly naturally.

? Writing is neither expressive nor engaging.

? Voice is not appropriate for the purpose, audience, topic, and/or genre.

? Little evidence of an individual voice.

? Writing has some expression.

? Voice is generally appropriate for the purpose, audience, topic, and/or genre.

? Voice comes and goes.

? Writing is expressive and somewhat engaging.

? Voice is appropriate for the purpose, audience, topic, and/or genre.

? The voice is unique.

Conventions

? Has multiple errors in grammar, punctuation, and mechanics.

? Poor handwriting and/or presentation makes the writing hard to read.

? Illustrations, if present, do not accurately portray the main idea.

? Has some errors in grammar, punctuation, and mechanics.

? Handwriting and/or presentation is fairly clear.

? Illustrations, if present, portray the main idea but do not enhance it.

? Has few errors in grammar, punctuation, and mechanics.

? Handwriting and/or presentation is clear.

? Illustrations, if present, accurately portray the main idea and enhance it somewhat.

? Has complete sentences. ? Varied sentence structures

and lengths contribute to the rhythm of the writing. ? Varied sentence beginnings contribute to the flow of the writing. ? Sentences flow naturally.

? Writing is very expressive and engaging.

? Voice is consistently appropriate for the purpose, audience, topic, and/or genre.

? The voice is unique, honest, and passionate.

? Has minimal errors in grammar, punctuation, and mechanics.

? Handwriting and/or presentation of the piece is attractive and easy to read.

? Illustrations, if present, enhance the main idea significantly.

TOTAL

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